School Improvement Plan  

The School Improvement Plan is a strategic plan for improvement. It should bring together, in a clear and simple way, the school's priorities, the main measures it will take to raise standards, the resources dedicated to these, and the key outcomes and targets it intends to achieve.

The purpose of the school improvement plan is to improve the quality of teaching and learning in the school, so that greater numbers of students achieve proficiency in the core academic subjects of reading and mathematics.

Arabic Version

Somali Version

Outcomes for Pupils

Priority 1: Raise attainment and accelerate progress to be above national average in all areas (Articles 28 and 29)

• % of children achieving GLD in EYFS is at least at national average or above
• Ensure the % of children making expected progress is at least in line with the national median or above at the end of each key phase
• Ensure the % of children making better than expected progress is in line with that nationally in English and Maths
• Ensure children in receipt of PP attain and achieve in line with those nationally or above
• Track groups to ensure there is a strong understanding of the needs and achievements in different groups.

Teaching, Learning and Assessment

Priority 2: Improve the quality of teaching to raise pupils’ progress and standards of attainment (Articles 28 and 29)

• Improve the % of teaching that is outstanding to above 60%
• Check that pupils respond to the advice given through a variety of feedback strategies so that they are able to learn from their mistakes.
• Create as many opportunities as possible for pupils to practise writing and mathematics skills across the curriculum
• To develop maths mastery to outstanding across all year groups
• Develop and enhance the teaching of writing including the teaching of spelling and grammar
• Children continue to work independently and collaboratively across all areas using cooperative learning standards

Personal Development, Welfare and Behaviour

Priority 3: Sustain the judgement that behaviour is outstanding and innovate pupil voice (Articles 3,19,28,29 and 36)

• Develop pupil leadership at all levels, in particular in managing their own behaviour including learning behaviour – in class and at outside times
• To develop peer mentoring across school to ensure children are safe and accessing their rights at all times including playtime counselling
• Develop a whole school approach to emotional literacy to enhance pupils wellbeing through mindfulness, children’s rights and positive relationships

Leadership and Management

Priority 4: Leadership and management to sustain outstanding (Article 3)

• Ensure monitoring is vigorous and impacts on standards
• Effective implementation of the National Curriculum in mathematics and English
• Outstanding practice is shared and consistently used across classes
• To use the “Teaching School” opportunities to enhance practice in teaching and learning
• To develop the use of SLEs (Specialist Leaders) internally and externally 
• Governance to sustain outstanding

Succession Planning

Priority 5: To develop the impact of key phase leadership and subject leads (Article 3)

• Key phase leaders can demonstrate knowledge of and impact on data from teaching and learning from their cohorts
• Ensure that phase leaders contribute to the strategic overview of school improvement through contributing analysis and maximising leadership opportunities
• Ensure the development of middle and senior leaders though a range of opportunities to include qualifications, study and experiences
• To share experience across leaders and aspiring leaders through coaching and mentoring
• Key phase leaders to monitor performance of staff and children and work closely with core SLT

Safeguarding

Priority 6: To ensure that all those who work with children have their focus on children’s safety and well-being (Articles 3 and 19)

• CPOMS to be used effectively by all staff to ensure prompt response to safeguarding concerns
• To continue to improve the educational opportunities for parents around their child’s welfare
• To share policies and practices around safeguarding more rigorously with other stakeholders including parents and governors
• To focus on the challenges faced by children through UNICEF assemblies – e- safety, safe in the community, growing and changing

A Broad and Balanced Curriculum for all Children

 Priority 7: To develop a robust curriculum to widen the skills, knowledge & experience and to instil a love of learning (Articles 28 and 29)

• To ensure all children have access to excellent quality curriculum experiences and teaching and learning
• to have clear coverage in content and delivery of broader skills evidenced in planning and in books
• to monitor breadth and depth of curriculum with leaders and subject leaders
• to revisit the subject lead accountabilities including regular observation and book scrutiny